The School and Socio-Emotional Development of Primary School Children in Obio/Akpor, Rivers State

Amadi; G.A.; Azunwena; R.N.

doi:10.56201/jpaswr.v9.no3.2024.pg82.89

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The School and Socio-Emotional Development of Primary School Children in Obio/Akpor, Rivers State

Amadi, G.A. and Azunwena, R.N.

Abstract

The study examined the role of the school in the social and emotional development of primary school children in Obio/Akpor local government area, Rivers State. The study adopted the survey design, and population of was all the 820 teachers in public primary schools in Obio/Akpor, Rivers State. Simple random sampling was used to select seven schools and 105 teachers (60 females and 45 males) for the study. A questionnaire form was designed on a four point scale of Strongly Agree (SA), Agree (A), Strongly Disagree (SD) and Disagree (D) with scores 4, 3, 2, and 1. The findings on the impacts of the school environment on the socio-emotional development of the primary school children showed that all the items (e.g. the school environment creates then atmosphere for child to build network of relationships) were accepted by the respondents, while teacher influence on the socio-emotional development of primary school children showed that all items (e.g. teacher- pupil relationship can help children with aggressive attitudes) were accepted by the respondents. Finally, the findings on how peer-influence affected the socio-emotional development of primary school children revealed that all items (e.g., children learn interaction skills from peers) were accepted. The study recommended that teachers should be trained and retrained on special skills such as classroom management, interpersonal management and ability to manage difficult situations.

Keywords

Emotional developmentsocial developmentschoolprimary school children

References

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The School and Socio-Emotional Development of Primary School Children in Obio/Akpor, Rivers State

Abstract

Keywords

References

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